중등학생의 창의성과 성취동기 및 내재적ㆍ외재적동기와의 관계연구 = The relationship between Creativity and Achievement Motivation and Intrinsic / Extrinsic Motivation in Middle and High School Students

국문 초록 (Abstract)

본 연구는 중등학생의 창의성과 성취동기 및 내재적ㆍ외재적 동기와의 관계를 살펴보았다. 중ㆍ고등학생 400명을 대상으로 창의성 검사와 성취동기 검사를 실시하였으며, 또한 내재적ㆍ외재적 동기를 알아보기 위해 Amabile의 WPI(작업선호검사)를 사용하였다.
연구결과는 첫째 창의성과 성취동기 및 내재적 동기와는 상관이 있었으나 외재적 동기와는 상관이 없었다. 둘째, 창의성을 설명하는 성취동기의 하위요인 4개와 내재적 동기의 하위요인과 는 모두 설명력이 있었으나 외재적 동기와는 영향력이 없었다. 셋째, 남학생은 성취동기 하위요인 4개, 여학생은 2개간에 각각 설명력이 있었고, 내재적 동기는 남ㆍ여 모두 의미 있는 설명력을 나타냈다. 외재적 동기의 하위요인 외부자극에서도 남학생만은 의미 있게 영향력이 있었다. 마지막으로 학교단계별 중ㆍ고등학생들에서도 창의성과 성취동기의 일부 요인에서 각각 의미있는 설명력이 있었으며 내재적 동기에서는 모두 설명력이 있는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The future society is forcasted the creativity society. Both motivation and the creativity be suggested as a important factors to accomplish the individual.
With 400 middle and high school students as subjects, this study examined the relation of motivation and creativity. Creativity Test from GIFT, Herman's Achievement Motivation Test and Amabile's WPI(Work Preference Inventoy) Test were administered.
Results of this study showed that 1)creativity was significantly and positively related to achievement motivation and intrinsic motivation while no relation with extrinsic motivation.
2) Stepwise regression analyses were conducted to examine how much each variables of motivation adds to the prediction of the creativity. Achievement motivation and intrinsic motivation showed significant unique effect on totaly creativity.
3) By gender, in boy student group, risk-taking behavior, time perspective, level of aspiration(in achievement motivation subarea), enjoyment, challenge(in intrinsic motivation), outward (especially in extrinsic motivation subarea) are significantly predict crativity. In girl student group, upward mobility, risk-taking behavior(in achievement motiv.), enjoyment, challenge(in intrinsic motiv.) are significantly predict crativity.
4) By School level, in the middle school level, risk-taking behavior upward mobility, task tention, time perspective(in achievement motiv.), enjoyment, challenge(in intrinsic motiv.), are significantly predict crativity and in the high school level, risk-taking behavior, upward mobility, time perspective(in achievement motiv.), enjoyment, challenge (in intrinsic motiv.), are significantly predict crativity.
These results suggest that the use of achievement motivation and Intrinsic motivation were the most important predictors of creativity.
The findings provide preliminary bases for understanding the motivation role in creative educational implications for teachers and suggestions for the future studies are disscussed.

목차 (Table of Contents)

• 요약
• Ⅰ. 연구의 필요성 및 목적
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 연구결과 및 해석
• Ⅴ. 결론 및 논의
• 참고문헌
• Abstract